Ubah Medical Academy Independent School District …...Ubah Medical Academy (ISD# 4121) District Annual Report 6 2.3 Model The district’s model is based on a high school model. Students

Ubah Medical Academy

Independent School District 4121

2018 District Annual Report

Submitted to Ubah Medical Academy School Board of Directors

November 26, 2018

Ubah Medical Academy (ISD# 4121) District Annual Report

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www.ubahmedicalacademy.org

TABLE OF CONTENTS

1.0 District Information…………………….………………………………….4 1.1 District Introduction

1.2 Grades Approved to Serve & Actually Served

1.3 Years of Operations

1.4 Website

1.5 District Information

2.0 Mission, Purpose & Model…….………………………………………….5 2.1 Mission Statement

2.2 Statutory Purposes

2.3 Program Model 2.4 Curriculum 2.5 State Standards 2.6 Professional Development

3.0 District Enrollment & Attrition ……………………………….………….11 3.1 Enrollment/ADM (Required Element #1)

3.2 Enrollment by Grade

3.3 District Demographics

3.4 District Geographical Demographics 3.5 Student Attrition (Required Element #2)

4.0 District Governance (Required Element #3) …………………………….12 4.1 School Board Members

4.2 Board Training (Required Element #9)

4.3 Board Organization

4.4 Bylaws

4.5 Minnesota Open Meeting Law

4.6 Board Processes

5.0 District Management & Operations (Required Element #3) ………...…14 5.1 District Organization & Organizational Chart

5.2 Leadership Team

5.3 Professional Development Plans (Required Element #10)

5.4 Facilities & Transportation

5.5 Data Privacy Practices


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5.6 Employment

5.7 Health & Safety Plans

6.0 Staffing (Required Element #4) …………………………..………………20 6.1 Licensed Staff

6.2 Non-Licensed Staff

7.0 Finances (Required Element #5) …………………….………….……….22 7.1 Finance Management

7.2 Fund Balance

7.3 Financial Narrative

7.4 Audit Information

8.0 Academic Performance (Required Element #6) ……………………......24 8.1 MCA-III Mathematics, Reading, & Science Data

8.2 Graduation Data

8.3 ACCESS English Proficiency Data

8.4 MAP/NWEA Mathematics & Reading Data

8.5 Comparable Schools MCA-III Data

8.6 Methods of Evaluation

9.0 Innovative Practices & Future Needs (Required Elements #7 & #8).…33 9.1 Innovative Practices

9.2 Class Size

9.3 Future Needs

10.0 Contract Performance……………………………………………….…...34 10.1 Contract Goals & 2017-2018 Results

10.2 District Goals 2017-2018 & Results

10.3 District Goals 2018-2019

11.0 Authorizer Information……………………………………………………………40

11.1 General Information

11.2 Reporting Information


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1.0 District Information

1.1 District Introduction

Ubah Medical Academy, also known as UMA (ISD #4121) is located at 1600 Main Street,

Hopkins, MN 55343. UMA is a public charter school Authorized by Pillsbury United

Communities. The report submitted below fulfills the required data elements requested by

our Authorizer, Pillsbury United Communities, in accordance with MN Statutes, section

124E.16 subd. 2.

Questions about the information provided or any aspects of the district can be addressed to:

Mr. Musa Farah, Director

Ubah Medical Academy

1600 Main Street

Hopkins, MN 55343

(952) 540-2942

[email protected]

1.2 Grades Approved to Serve and Actually Served

UMA is approved to serve and serves students in grades 9 through 12th grade.

1.3 Years of Operations

UMA first began operations in the 2004-2005 school year. The district successfully

completed its fourteenth year of operation at the end of the 2017-2018 school year.

1.4 Website

The district website is www.ubahmedicalacademy.org.

1.5 Background Information

Ubah Medical Academy opened its doors in the Fall of the 2004-2005 school year with

approximately 90 students in Minneapolis. The school district now serves over 300 students

in downtown Hopkins. Students reside in Minneapolis, St. Paul, and surrounding suburbs.

Ubah Medical Academy has been able to sustain enrollment by providing students with a

rigorous education in a safe environment. The district’s graduation rate of 100% last year

and our 2018 graduates receiving over 4.1 million dollars in scholarships is testimony to

Ubah Medical Academy’s stability.

Ubah Medical Academy’s focus on the medical sciences is culturally based in a deep respect

for the medical profession. The following is a list of programs that support the mission:

• Every student is enrolled in a minimum of 3 year-long health/science classes

• Volunteer opportunities at numerous community hospitals and health clinics

• Partnerships with Hennepin County Medical Center, Fairview Hospitals and

Methodist Hospitals.

http://www.mninternationalmiddleschool.org/

http://www.mninternationalmiddleschool.org/


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2.0 Mission, Purpose, and Program

2.1 Mission Statement

The mission of Ubah Medical Academy is to provide students with a rigorous education that

will prepare them for college and the pursuit of medical or other meaningful careers in our

community. As a public charter high school, Ubah Medical Academy is open to all students,

but our program is inclusively designed to meet the unique needs of international students

and their families.

2.2 Statutory Purposes

The overall purpose of UMA is to provide an educational program with the primary purpose

of improving pupil learning and student achievement.

(1) improve pupil learning and (2) increase learning opportunities for pupils; UMA students

have shown significant growth in the areas of math and reading and results are competitive

with that of their peers. The district makes opportunities that are culturally specific (i.e.

multilingual educational assistants and support staff) that allows students to focus on their

rigorous academic studies while retaining their heritage. Ubah Medical Academy has made

significant academic growth in math, reading, and science and achieved “Reward School”

status from 2011 to 2015. These achievements are a result of the districts focus on

continuous improvement. This model concentrates on routine evaluation of academic

programming to ensure that “best practice” strategies are incorporated in the creation,

implementation, and review of student learning opportunities; (3) encourage the use of

different and innovative teaching methods; UMAs’ focus on continuous improvement

includes professional development as a critical piece of the framework. The district’s

commitment to utilizing “best practice” strategies is seen by the framework that UMA

utilizes for staff development. The district’s program for development is a process that

combines collaboration, on and off site professional development and professional learning

communities. Trainings include improving ELL/LEP instruction and skills, technology

integration, PLC development, standard deconstruction and alignment, and effective use of

data; (4) require the measurement of learning outcomes and create different and innovative

forms of measuring outcomes; In order to monitor student progress the district utilizes local

(NWEA) assessments. The data collected from assessments is reviewed to assist in

identifying specific learning needs of the students (remediation or enrichment). Department

meetings provide opportunities for teachers to evaluate instructional practice and evaluate

measuring tools as well as student performance towards content mastering (5) establish new

forms of accountability for schools; and (6) create new professional opportunities for

teachers, including the opportunity to be responsible for the learning program at the school

site; The collaborative setting permits staff to share ideas and work effectively pinpoint areas

of growth. Collaboration opportunities have been provided by the district throughout the

school year.


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2.3 Model

The district’s model is based on a high school model. Students in grades 9-12 rotate hourly

for their classes throughout the day. Student performance on local and state assessments

assist in creating schedules so that students receive instruction that is tailored to their needs.

Student academic data, which is continually being progress monitored and analyzed, assists

in rotating students through core and elective classes.

2.4 Curriculum

UMA offers specialized instruction to students in grades 9-12 in language arts, mathematics,

science, social studies, world languages (Arabic and Somali), business, art and physical

education. This public charter was started in 2004 to meet the cultural and learning needs of

students who had recently immigrated to the United States. Now, the District serves students

from a wide variety of cultural backgrounds.

Due to the district’s population of EL students, we have catered programming to meet the

needs of these students. We have an EL program that starts with Intermediate and ends in

Transitional, with Advanced levels in between. Students are given the W-

APT(WIDAAccess Placement Test) placement exam to determine their needs and are then

placed appropriately. Each year the number of students who need EL services has been

trending downward for several years. As years go by, more and more of our students are

raised in the United States. A licensed EL teacher serves the needs of these students that

replace their

English class. All other classes for these students are mainstream classes. The district’s

ELA scope and sequence is annually reviewed to align the program with Minnesota ELP

standards. Curriculum is designed using both ELP and MN Language Arts Standards to

better prepare students for mainstream classes and eventually post high school education. A

handbook of the District’s English Language Acquisition Policy and Procedures is available

to all parents on the district’s website and is also available at the District Office. All parents

are also notified that this service is available to their children.

During the 2017-18 school year, all teachers had to complete a curriculum map in an online

tool, called Ties/Eclipse, of the courses they teach. This was done to ensure that teaching

staff was incorporating the standards and best practices within their disciplines. The teaching

staff was given a two-day workshop prior to the school year in creating and developing a

curriculum plan by an educational consultant hired by the district. The teachers were then

given in-house workshops at staff meetings during the year to give them the support they

needed in the process of writing their curriculum maps.


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SPECIAL COURSE/PROGRAM OFFERINGS

College and Career Readiness Curriculum

To ensure that every student at UMA is college and career ready, UMA implements a

curriculum that focuses putting on students on pathways where they can plan for college and

careers. As part of the offered electives, students can take a career class. In a semester,

students learn and engage in the following learning units and activities:

• MyMnCareerPlan – students work on curriculum material prepared by Minnesota State

Career Wise Education. https://www.careerwise.mnscu.edu/careers/mymncareerplan.html

Students engage in 2 to 3-week long learning unit in which they are required to

demonstrate mastery in exploring career, education, and training options that suits their

interests after high school. MymnCareer Plan includes lessons in self-assessment in

which they gain awareness in career interests, work values, skills and aptitude, and

explore schools and programs of study that might suffice their educational and career

aspirations. Students are also given opportunities to set goals and plan ways of expanding

skills.

• Simulation Activities – Students engage various activities where they demonstrate

mastery in real-life activities such as resume writing and job interviews. Students first

watch demo videos and compare successful and unsuccessful interviews, and are then

asked to participate in mock interviews, both in one-to-one and small group interview

settings.

• Field trips, guest speakers, and projects – students can visit with their Best Prep mentors,

a non-profit organization that seeks to bridge the business and education community.

Mentors are in contact with their mentees throughout most of the semester via email.

Students will then be taken to a field trip where they gain first-hand experience in

corporate environments. In a culminating assessment, students prepare a presentation to

share their passions, skills, and goals with small group or large group peers and receive

feedback from peers.

College in the Schools (CIS)

Qualifying Seniors can earn college credits by taking University of

Minnesota Twin Cities courses through the College in the Schools (CIS) program. CIS

courses offered include Literature, Writing, Anatomy, and Microeconomics.

Qualifying Juniors can earn college credits by taking Normandale Community College

courses at UMA. Normandale courses offered include College Literature, College Pre-

Calculus, College Calculus, and College American Literature. UMA had 98 students in four

CIS courses in 2017-18. UMA had 96 students in Normandale courses in 2017-18. Many of

the students were enrolled in multiple CIS courses.

College Possible:

College Possible is a non-profit organization that has selected UMA as a partner. The

program is widely known in the Minneapolis and St. Paul Public Schools. Ubah Medical

Academy is fortunate to be one of few charter schools to be chosen as a partner.

The premise of College Possible is to work with the same group of low-income students over

a two-year period to help with ACT preparation, college scholarships and college

applications. Please refer to the College Possible website for further information:

https://www.careerwise.mnscu.edu/careers/mymncareerplan.html

https://www.careerwise.mnscu.edu/careers/mymncareerplan.html


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http://www.collegepossible.org/home.html

The acceptance process begins in the spring of a student’s sophomore year. Interested

students must complete an application and essay. Those accepted begin the program the fall

of their junior year and remain in the program for two years at which time they are ready for

graduation. During the 2017-2018 school year, the district had 40 juniors and 40 seniors

involved in the College Possible program. In the spring, the College Possible enrollment

process took place to determine the new junior cohort.

Credit Recovery Programming:

UMA offers credit repair for students who either needed to get credits in order to graduate or

to stay on track for graduation. This program is offered both during the school year and in

the summer. It is offered during the school year approximately 7 hours a week on the

average. A licensed teacher monitors the progress of these students as they complete their

online classes in a classroom at UMA.

The students are assigned an in-house online program that met the requirements of a high

school class. The program requires students to complete exercises, projects, tests, and

quizzes. Students are required to spend the necessary seat hours in addition to a satisfactory

level of mastery to receive credit.

Reading Classes:

UMA implements reading classes for all 9th graders who test below grade level proficiency in

reading, according to the Fall NWEA tests. Each of these students are enrolled into these

classes as an elective and retained their English 9 class. This permits students to receive a

double block of reading instruction, which has and continues to result in increase in reading

proficiency (as measured in NWEA-MAP data).

ADDITTIONAL PROGRAMS

After School Program/Homework Help:

All teachers at UMA committed to spending at least one day after school from 2:30-4:00 to

be available for their students if they need help with their homework or understanding the

class material. Students were able to stay after to make up work for absences as well. The

Educational Assistants also remain at least 2 days a week each week to provide help to any

students in the core subjects. The commitment of 2 days a week by the educational assistants

permits UMA to offer the Homework Help to students 4 days a week, Monday through

Thursday.

Poetry Out Loud (POL):

UMA students participate in an annual classroom and then district-wide competition in which

they memorize poetry selected by a national POL committee and then are scored on their

performance. Students advance from the classroom to the district competition. The district

competition is judged by English staff members and distinguished members of the poetry

community. The top performers advance to the state competition at the Fitzgerald Theater in

Saint Paul.




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Sports:

UMA continues to implement of an intramural basketball for students. Criteria for

participation includes attaining a GPA of 2.5 or above, good attendance, and must be passing

all courses. The goals of the program involve team building, character development, and

academic motivation.

Summer School Programming:

The summer school program is designed with the intention of serving students who need to

take Geometry as a retake or as an initial offering. Additionally, credit recovery is offered

along with additional mathematics and English courses to support student academic growth

during the summer months.

2.5 State Standards

At the start of the school year, the staff meet in content teams to plan out the year of

instruction. Content area specialists connect teaching objectives to state standards and utilize

NWEA data to ensure progress along a vertically integrated curriculum model. This is

executed through the process of standard deconstruction. Teams work together to break

apart state standards, identify essential skills and create learning targets. The targets are the

basis for the curriculum in each content area. The curriculum is then vertically aligned

across all four grade levels to ensure essential learning standards are instructed. These

alignments are reviewed multiple times throughout each quarter and revised in accordance

with student needs and goals set forth by the department team. Standards are embodied in

lesson plans and used in the classroom. Each lesson begins with the teacher informing the

students what learning target they will be focusing on during the lesson and integrated

learning targets are illustrated throughout lessons. The educational program is also explained

to parents at all district meetings and regularly updated on the district website.

2.6 Professional Development

UMA provides ten days of professional development prior to the beginning of the school

year. Topics include the history of the district, cultural sensitivity, OSHA, student data

warehousing programs, standard deconstruction and alignment, and data analysis.

Throughout the school year UMA faculty participate in a variety of professional development

opportunities including, but not limited to:

• Professional Learning Communities (PLCs)

• Student engagement

• Assessment development

• College in the Schools (for UMA teachers who instruct in these courses)

• Data analysis

• Best practice strategies in implementation of content at the high school level

UMA encourages on-going professional development by offering additional professional to

attend trainings off-site and partake in online trainings that meet individual needs. All

professional development offerings align to strengthen academic programming and support

student learning.


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3.0 District Enrollment & Attrition

3.1 Enrollment/ADM (Required Element #1)

At the end of the 2017-2018 academic year Ubah Medical Academy had an enrollment of

325 students.

3.2 Enrollment by Grade

School Year 9th Gr. 10th Gr. 11th Gr. 12th Gr. Total Attrition Rate

2012-2013 99 84 74 54 311 ~3.5%

2013-2014 126 110 100 75 411 ~2%

2014-2015 105 84 90 78 357 ~3%

2015-2016 87 107 77 85 356 ~10.3%

2016-2017 84 88 87 71 330 ~6.3%

2017-2018 79 67 80 89 315 ~10.0%

*Information taken from MARSS District ADM Served Report and PowerSchool

3.3 Student Demographics (2017)

• 99.0% Black & 1.0% White/Other

• 34.9% English as a Second Language (LEP)

• 98.0% Free & Reduced Lunch qualification

• 3.7% Special Services Students

• 98% AYP Attendance Rate

(Data taken from MDE Data Reports and Analytics)

3.4 Student Geographical Demographics Student geographical data is

as follows:

Minneapolis: 65%

Columbia Hts: 6%

Saint Paul: 5%

Other Cities(less than 5%, but more than 1%): Hopkins, Eden Prairie, Brooklyn Park,

Bloomington, St. Louis Park, and Brooklyn Center.

Hennepin County: 86%

Ramsey County: 7%

Anoka County: 6%

Dakota County: 1%

3.5 Student Attrition (Required Element #2)

The student attrition rate for the 2017-2018 school year was about 10.0%.


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4.0 District Governance (Required Element #3)

4.1 School Board Members

2017-2018 SCHOOL BOARD INFORMATION

Name/Position Date Term

Expires Constituency

Represented

Training History

Attendance

Mr. Nathan Starks/

Chair June 30, 2018

Teacher Folder

#377059

January 27, 2018 School Board Officer Training, Finance Training,

Governance Training (The Anton Group)

100%

Mr. Muktar Abe/Director June 30, 2020 Teacher

Folder #488344

January 27, 2018 School Board Officer Training, Finance Training,

Governance Training (The Anton Group)

50%

Mr. Abdirashid Warsame/

Treasurer June 30, 2018 Community

January 27, 2018 Board Governance, Financial Matters, Employment Matters (The Anton Group)

70%

Ms. Katie Do (Erickson)/

Director June 30,

2020* Teacher

Folder #472889

January 27, 2018 Board Governance, Financial Matters, Employment Matters (TheAnton Group)

90%

Mr. Ahmed Gedi/

Director June 30,

2020* Parent


80%

Mr. Abdullah Mohamed/

Director June 30, 2018 Community


30%

Mr. Barre Mohamed/

Director June 30, 2018 Parent


50%

*Elected in May 2017 Board Election was seated July 1,2017 to serve until June 30, 2020.

4.2 Board Training (Required Element #9)

During the fiscal year board members received training on board governance and

employment law. The documents that the board retained in attesting to participation include

a sign in form from the training and certificates of completion, which are on file with the

school administration.


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4.3 Board Organization

The School Board is the policy making group for UMA. The Board creates and manages

district policy, is responsible for district finance and its oversight, and overall oversight of

academic performance. The school board delegates to the district Director and administrative

team the responsibility of everyday operational procedures. The School Board meeting

schedule is posted on the website as are copies of the Board meeting minutes and materials.

School Board elections occur on a rotating cycle, with each member serving a three-year

term. Elections for the School Board are held in May/June at the Annual Meeting for

available positions during the regular school calendar.

The school board is currently comprised of 3 teachers and 4 community members & parents.

A representative from the current Authorizer also serves as ex-officio to the Board of

Directors along with the district Director. This is consistent with the law.

All board members complete and sign documentation regarding “conflict of interest” on an

annual basis. There are no conflicts of interest. Background checks have been completed on

all board members who are employees of the district but not on community members or

parents.

4.4 Bylaws

The board of Directors adheres to its bylaws. Additionally, the board reviews its bylaws on a

regular basis to ensure compliance and that all components are followed.

4.5 Minnesota Open Meeting Law

The district website is updated with the schedule of all meetings. Signs are posted a

minimum of 72 hours prior to scheduled meetings at the meeting site. The agenda and

minutes are posted on the website and information is updated regularly. Copies of

documents are made available to the public at the each meeting. All other aspects of the

Open Meeting Law are closely followed.

4.6 Board Processes

Each meeting is opened by the board chair and called to order. The meeting is then opened

for public comment. The agenda is then reviewed and changes made if necessary and then

motioned to accept and seconded. Meeting proceeds through the agenda including approval

of minutes from previous meeting. Action items are moved and seconded and approved or

tabled or declined. Meeting is adjourned, and seconded and approved. The UMA board

follows Roberts Rules of Order.

The board policy manual is used as reference for district policy and for policies to be

reviewed by the board. The policy committee is appointed by the school board. This

committee does not hold board authority. The policy manual is updated by the policy

committee on an ongoing basis pending board action on policies. The policy committee uses

the Minnesota School Board Association’s model policies as reference when setting UMA

district policy both required by the state and determined by the district.


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5.0 District Management & Operations (Required Element #3)

5.1 District Organization & Organizational Chart

The school board is comprised of 3 teachers and 4 community members & parents. A

representative from the current Authorizer also serves as Ex-Officio to the Board of Directors

along with the district Director.

The administrative team consists of the district Director and the Assistant Directors. The

Director has served the district since 2007. The Assistant Director of Curriculum has served

the district since its opening and holds bachelors degrees in geography and social studies

education and masters degree in curriculum and instruction (emphasis in reading).

The district’s business management is contracted out to an accounting company whose

primary role is to advise the Finance Committee and School Board on budget and fiduciary

matters. Members of the Finance Committee are district administration and school board

members. Legal counsel is also contracted with a reputable Law Firm, Kennedy & Graven,

and utilized on an as needed basis. Human Resource needs are done by the district’s Human

Resource Manager.

The UMA school board creates sets and manages district policy, is responsible for district

finance and its oversight and overall oversight of academic performance. The school board

delegates to the district Director and administrative team the responsibility of everyday

operational procedures. HR functions such as employment, employment law (state and

federal), background checks, employee files, staff attendance, maintaining employee files,

and facilitating benefits are delegated to the Human Resource Manager.

Ubah Medical Academy Organizational Chart

2017-2018


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5.2 Leadership Team

2017-2018 Leadership Team

Name Position Time in

District

Credentials/Training/Qualifications for this Position

Mr. Musa Farah Director 10 Years

Mr. Farah has been with Ubah Medical Academy since the fall of 2007 as a Co-Director. He has been the sole Director starting in 2010. Musa has a bachelor’s degree in Mathematics from the

University of Somalia and a master’s degree in Applied

Mathematics from Howard University in Washington D.C. His

previous education experience includes teaching and administration

in the Department of Education in Somalia, working in the

agricultural department of Travelers Insurance, teaching

mathematics courses in the United Arab Emirates University in Al

Ain, teaching mathematics courses and coaching at Mill Brook High

School in Upstate New York.

Mr. Eric Brandt Assistant

Director 14 Years

(#373213)

Mr. Brandt came to Ubah Medical Academy in August 2004 and is

our only member from our original staff. Eric had taught Social Studies classes at Ubah for 9 years before becoming Assistant

Director in 2013. Eric has worked in many different roles at UMA in

addition to teaching: School Wellness Committee, Child Study

Team, After School Sports Program Director, Fabulous Friday

Coordinator, and the Social Studies Department Chair. Eric has a

bachelor’s degree in Geography from Gustavus Adolphus College,

and a Secondary Education in Social Studies from Saint Cloud State

University. Eric also holds a Master of Arts in Curriculum and

Instruction with a reading endorsement from Concordia University

St. Paul.

Mr. Ismail Ahmed Assistant

Director 2 Years

(#490224)

Mr. Ahmed came to Ubah Medical Academy in the summer

of 2015. Ismail’s work experience includes: High School

Social Studies teacher (5 years), Assessment & Curriculum Coordinator k-12 (3 years), Data & Development Director

Middle School (2 years), Director of K-8, (5 years), High

School Assistant Principal (1 year), and Board of Director-

several non-profit organizations. He has a master’s degree in

Leadership Studies from the University of Southern Maine, MN Principal Licensure-Educational Leadership from

Concordia St. Paul University, and currently pursuing an

Education Doctorate-Educational Leadership from Concordia

University, St. Paul.

5.3 Professional Development Plans (Required Element #10)

Two administrators will be working on their professional development plans in order to

comply with legislation (Minn. Stat. 124E.12 subd.2 (2016)). The administrators have

completed their requirements of their development plans. All information will be kept on file

for review by the district Director and School Board Chair.


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Mr. Musa Farah: Title-Director

Current Education: o Master of Science Degree in Applied Mathematics,

Howard University, Washington D.C. o Bachelor of Science Degree in

Mathematics, University of Somalia

Professional Development and Additional Activities: o

Submissions made to the School Board of Directors

o Additional certificates and documentation of trainings attended submitted at the

request at the request of the Board of Directors

o Attend all trainings and meetings set forth by the Minnesota Department of

Education (MDE), the Minnesota School Board Association (MSBA), and the

Minnesota Association of Charter Schools (MACS) o Attend

trainings on board governance, finance, and employment o Attend

monthly Director meetings with Authorizer, Pillsbury United

Communities (PUC) o Collaborate with support staff on daily functions

of school, budgets, staff trainings, etc.

o Track and compile data required by the Authorizer (Pillsbury United

Communities) o Submit mandatory reports to the Minnesota Department of

Education (MDE) and Authorizer (PUC) as required ensuring district compliance

Mr. Eric Brandt: Title-Assistant Director of Operations

Current Education: o Master of Arts in Curriculum and Instruction (with reading

endorsement),

Concordia University, St. Paul o Bachelor of Arts in Geography,

Gustavous Adolphus College o Bachelor of Arts in Social Studies

Education, St. Cloud State University o Licensure Held: 7-12 Social

Studies (all areas)

Professional Development and Additional Activities: o Began

program for K-12 Principal Licensure in the fall of 2017

Goal: Earn Licensure by fall of 2018 o Submissions made to the Director as to

the status of the licensure program on regular basis (i.e. transcript information)

Samples of program work also submitted to Director as requested o

Attend all trainings and meetings set forth by the Minnesota Charter School

Association and the Minnesota Department of Education o Collaborate with

Director on daily functions of school, budgets, staff trainings, etc.

o Track and compile data required by the Authorizer (Concordia University, St.


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Paul) o Collaborate with administration with sister districts in curriculum,

student data, English Language Acquisition programming, staff trainings and

community outreach

o Collaborate with Director on coordinating staff trainings along with tracking

“Highly Qualified Teacher” Status o Serving as

District Assessment and Title Coordinator

5.4 Facilities & Transportation

The facility of UMA is located at 1600 Main Street, Hopkins, MN 55343. UMA receives

lease-aid and through the application and approval process meets all requirements set forth

by the State. Student transportation is contracted with Pride Transportation for student

busing and special education curb-to-curb transportation.

5.5 Data Privacy Practices

The Board of Directors complies with the Minnesota Data Practices Act. In accordance

with article 5 of the bylaws:

“Confidentiality. Absent a court order, a director may not disclose to any third person

information that was discussed in closed session or information that relates to the

Board’s negotiation strategy or competitive bargaining position with respect to any

transaction, sale, purchase, lease, agreement, or contract.”

The district’s policy on Data Practices is reviewed annually by the Board of Directors.

5.6 Employment

Human Resource Policies:

100A Complaint

100B Return to Work

102 Equal Educational Employment & Opportunity

400A Children in the Workplace

400B Tuition Reimbursement

401 Equal Employment Opportunity

402 Disability Nondiscrimination

406 Public & Private Personnel Data

406B Employee Administrative Record Retention

407 Employee Right to Know-Exposure to Hazardous Substances

410 Family & Medical Leave

412 Expense Reimbursement

413 Harassment & Violence

417 Chemical Use & Abuse

418 Drug Free Workplace/ Drug Free School

419 Tobacco Free Environment

420 Students and Employees with AIDS & other Communicable diseases & Infectious

Conditions


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490 Employee Misconduct and Dishonesty

492 Religious Practice and Prayer

493 Nepotism

Recruiting and employee performance reviews are procedures and not policies.

Ubah Medical Academy retains records for the following:

Employee information, Contract information, Payroll and Retirement (PERA, TRA)

information, Handbook acknowledgement forms, Application materials, License, Benefits

including Leave of Absence, medical and dental, STD/LTD & AD&D, FMLA, Performance

reviews, improvement plans, disciplinary actions, Student Cum Files that have transferred

out of the district, audits, financial records including Purchase orders, invoices, etc.,

budgeting information, after school program and summer school program enrollments,

attendance, payroll, etc.… Staff development sessions, handbook, scheduling, weekly

bulletins, ESEA program information including applications and budgets, school board

minutes, annual reports, Food Service program CLICS reports, applications for F/R meals,

point of service sheets, student disciplinary forms, MDE report copies, contracts for food

service, transportation, special education service providers, etc.

ALL documents are kept for seven years unless a greater length of time is required by state

or federal law.

Please visit the following location on the district website to view the district policies on

Employment and Record Retention:

http://www.ubahmedicalacademy.org/pages/Ubah_Medical_Academy/About_Us/School_Board

5.7 Health & Safety Plans

Names of addressing health and safety:

100B Return to Work

413 Harassment & Violence

506 Discipline

514 Bullying Prohibition

516 Student Medication

526 Hazing Prohibition

532 Use of Peace Officers & Crisis Teams

533 Wellness

709 Student Transportation Safety

806 Crisis Management

Drill Log for the 2017-18 School Year:

Fire Marshall - Per Legislation need 5 fire drills, 5 lockdown Drills, and 1 Tornado

Drill per year. 8/14/08

1. Fire Drill Oct. 4, 2017 1:55pm 2:40 evac time

2. Fire Drill Oct. 24, 2017 1:25pm 2:20 evac time

3. Fire Drill April 17, 2018 2:20pm 2:15 evac time




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4. Fire Drill Nov 10, 2017 9:40am 2:00 evac time

5. Fire Drill Mon. June 7, 2018 1:35pm 2:30 evac time

1. Lockdown Drill Oct 17, 2017 8:55am

2. Lockdown Drill Nov. 15, 2017 10:05am

3. Lockdown Drill Dec 14, 2017 7:55am

4. Lockdown Drill Jan 4, 2018 2:00pm

5. Lockdown Drill June 5, 2018

1:15pm

1. Tornado Drill Thurs. April 17, 2018 1:45pm.

The health and safety plans are applicable to the district if there is a procedure or policy

about it. The district is in compliance by having the up to date policies and implementing the

procedures outlined in the emergency procedures packet. UMA also has an emergency plan

that defines all the processes and procedures for fire drills, lockdowns, tornados, power

outages, outside emergency procedures, bomb threats, and snow days or emergency

cancellations.


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6.0 Staffing (Required Element #4)

6.1 Licensed Staff

Name (Last, First) File Folder

Number Assignment/ Subject

Left During

17/18 Not Returning

18/19

Abe, Muktar 488344 Teacher, Mathematics

Ahmed, Abdirizak 496488 Teacher, Mathematics

Andrade, Jeanette 485680 Teacher, Special Education x

Boekhoff, Jordan 495738 Teacher, Social Studies X

Bristor, Melanie 430913 Teacher, Chemistry X

Coleman, Joel 454273 Teacher, Social Studies

Do (Erickson), Katie 472889 Teacher, Art

Fenno, Paul 432576 Teacher, Life Sciences/Chemistry

Fettig, Amy 454201 Teacher, Media Specialist/Social

Studies

Hade, Hassan 478298 Teacher, World Language

Jama, Yusuf 495828 Teacher, Life Science

Jendoubi, Slah 490970 Teacher, Physics x

Luecke, Mark 464960 Teacher, Mathematics

DuRose, Rachael 390742 Counselor

Peterson, Dave 474844 Teacher, Social Studies x

Qasem, Yuseif 496521 Teacher, Business /Computation

Regnier, Blake 466365 Teacher, Language Arts x

Adeed, Faduma 503677 Teacher, English Learning

Starks, Nathan 377059 Teacher, Social Studies x

Warsame, Khaleef 464168 Teacher, Business/In-House Subst x

Wendt, Nicole 454404 Teacher, Language Arts

A) Total Licensed teachers at LEA (October 1, 2017): 24 B)

Total Licensed teachers who taught during school year: 24

C) Of total number:

i. Licensed in discipline taught: 19

ii. Received waiver: 0 iii. Received

limited license: 3 iv. Held

temporary license: 2

v. Received community expert status: 0

D) Of total number:

i. Finished FY2017: 24 ii.

Continued teaching FY2018: 19

6.2 Non-Licensed Staff


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Support Staff

(Last, First)

Assignment Highly

Qualified

Status

Left During 17/18

Not Returning

18/19

Ahmed, Samiya Office Secretary n/a

Ali, Afrah Dean of Students n/a X

Aware, Medina School Nurse Yes

Dualeh, Ifrah Human Resources Yes

Dualeh, Yassin Technology Coordinator n/a X

Mussa, Ismail Security n/a

Hussein, Mohamud Educational Assistant

(Sci.)

Yes

Ibrahim, Mohamed Educational Assistant

(SpEd)

Yes X

Mohamed, Asia Educational Assistant

(LA)

Yes X

Mohamed, Fadumo Security n/a X

Mohamed, Hodan Office Manager n/a

Mohamed, Mohamoud A. Educational Assistant

(Math/ HW Help)

Yes

Roble, Ibrahim Educational Assistant

(Math)

Yes x

Sanyare, Ali Educational Assistant

(SpEd)

Yes x

Yusuf, Hassan IT Director n/a

Yusuf, Abdirizak Parent Liaison/Trans. Coord. n/a X

Number of non-licensed staff during school year: 21

7.0 Finances (Required Element #5)

7.1 Finance Management

The District’s business management is contracted out to an accounting company whose

primary role is to advise the Finance Committee and School Board on budget and fiduciary

matters. Business Management Office, Inc., (5701 Shingle Creek Pkwy #650, Brooklyn

Center, MN 55430, Phone 763-432-6354), is the recognized and independent professional

accounting firm that UMA contracts with for business management services and accounting

– and also works with many other charter schools in Minnesota. They contract with a

separate company to issue payroll and an independent auditing company, Thoreson Diaby

Helle Condon & Dodge Inc., is used for the annual audit. Accountants and business


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managers from Business Management Office Inc., attend MDE trainings either in person or

through WebEx.

7.2 Fund Balance

At the end of the 2017-2018 school year the fund balance was 39%.

7.3 Financial Narrative

Ubah Medical Academy has an approved budget (approved before June 30th or the prior

fiscal year) and it is approved at the April or May board meeting. Business Management

Office Inc. is the financial management company used.

Following the approval of the budget prior to the beginning of the fiscal year, the District

revises the annual operating budget in mid-year. These budget amendments typically fall into

two categories:

A. Implementing budgets for specially funded projects, which include both federal

and state grants and reinstating unexpended funds being carried over from the

prior fiscal year and,

B. Legislation passes subsequent to budget adoption, changes necessitated by actual

enrollment, changes in employment agreements, and increases in appropriations

for significant unbudgeted costs.

Budgets are monitored through the review of monthly budget vs. actual reports prepared and

presented by the business office to the monthly school board meetings. Invoices are generally

paid within 30 days and payroll is current.

Reports to the Minnesota Department of Education appropriately and on time. State/federal

taxes, pensions, insurance, etc. are current. The budget includes revenue for anticipated

future needs, more specifically, the district’s fund balance is set to cover upcoming needs.

The patterns of expenditure include an increase in expenditures from July-September in

regular instruction (textbooks, school supplies, technology) due to preparation for the

upcoming school year.

The audit is reviewed annually by the board and the district’s finance committee is

responsible for the accounting of the district’s assets. The district’s business service provider

brings to the district’s attention, any issues that need to be addressed. The district is not in

statutory operating debt (SOD). The status of the audits from previous years has been that all

finding has been corrected and have not been identified in consecutive years’ audits.

The district has a working group that consists of the Director, Assistant Director, Business

Office Manager, Human Resource Manager and the Board Treasurer that meet to review the

budget. The district has not needed to borrow funds due to conservative budget planning,

high enrollment, and the state holdback, which has remained at 10% since 2014.

2017-2018 Budget Breakdown


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Revenue Stream Expenditure Stream Budgeted fiscal year 2017-2018 Budgeted Fiscal Year 2017-2018

7.4 Audit Information

UMAs’ Financial Audit for fiscal Year 2017-2018 is currently underway and will be

completed by Dec. 31, 2018. The Audit will be presented at a school board meeting in the

months following completion.

8.0 Academic Performance (Required Element #6)

8.1 MCA-III Mathematics, Reading, and Science Data

The MN Comprehensive Assessments (MCA-III, MTAS), are tests that measure how well a

student has mastered the state’s academic standards in 10th and 11th grade in reading and

math and high school science. Students do not pass or fail the MCAs but are considered

“proficient” if they meet or exceed the standards set by the State. The state uses the

MCA/MTAS results to identify schools (districts) who are and are not making progress as

outlined in legislation.

State Aid 96 %

Federal Aid 4 %

School Support Services

12 %

Regular Instruction

40 %

Instruction al Support Services

2 %

Pupil Support Services

23 %

Site, Bldg &

Equipment 15 %

Fiscal & Other Fixed costs

% 8


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8.1.1 MCA –III Math Proficiency Data

Category 2015 2016 2017 2018

UMA 11th Grade Math Proficiency - Percent 42.7 24.6 47.7 38.4

UMA 11th Grade Math Proficiency - Count 38 18 40 28

UMA 11th Grade Math Proficiency -Tested 89 73 84 73

State 11th Grade Math Proficiency - Percent 48.7 47.2 48.4 47.9

State 11th Grade Math Proficiency – Count 28,692 26,872 27,604 26,602

State 11th Grade Math Proficiency -Tested 58,861 56,913 57,059 55,540

State Comparable 11th Grade Math Proficiency - Percent 14 15.2 14.9 19.0

State Comparable 11th Grade Math Proficiency - Count 536 570 581 956

State Comparable 11th Grade Math Proficiency -Tested 3,824 3,756 3,883 5054

UMA 11th Grade On Track Math -Percent 62.9 44.2 54.9 41.9

State 11th Grade On Track Math-Percent 53.9 52.6 53.1 54.1

State Comparable 11th Grade On Track Math EL only-Percent 28.8 29.4 29.4 37.8

8.1.2 2018 UMA Mathematics Proficiency UMA/State (Sub-Groups)

*UMA SpEd data too small to count

8.1.3 MCA –III Reading Proficiency Data

Category 2015 2016 2017 2018

UMA 10th Grade Reading Proficiency – Percent 48.2 48.5 51.1 66.1

UMA 10th Grade Reading Proficiency – Count 40 49 55 41

UMA 10th Grade Reading Proficiency -Tested 83 101 88 62

State 10th Grade Reading Proficiency – Percent 57 58.9 60.3 59.9

State 10th Grade Reading Proficiency – Count 34,582 35,478 36,584 35,734

State 10th Grade Reading Proficiency -Tested 60,629 60,245 60,658 59,685

State Comparable 10th Grade Reading Proficiency - Percent 23.4 23.8 26.4 27.3

47. 6

1 26. 5 27.

5.7

48. 8

18 10. 0

27. 5

2.9 0

10

20

30

40

50

60

70

80

90

100

UMA FRP

Students

MN FRP Students

UMA EL Students

MN EL Students

UMA Black

Students

MN Black

Students

UMA SPED

Students

MN SPED

Students

UMA FRP/EL/

Black Students

MN FRP/EL/

Black Students


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State Comparable 10th Grade Reading Proficiency - Count 1,005 1,003 1,170 1226

State Comparable 10th Grade Reading Proficiency -Tested 4,298 4,208 4,426 4484

UMA 10th Grade On Track Reading -Percent 66.1 68.9 52.1 82.4

State 10th Grade On Track Reading-Percent 56.6 57.9 57.3 55.8

State Comparable 10th Grade On Track Reading EL only-Percent 32.7 33.3 28.2 32.2

8.1.4 2018 UMA Reading Proficiency UMA/State (Sub-Groups)

*UMA SpEd data too small to count

8.1.5 MCA-III Science Proficiency Data

Category 2015 2016 2017 2018

UMA HS Science Proficiency – Percent 52.5 46.7 59.5 54.5

UMA HS Science Proficiency – Count 31 42 44 36

UMA HS Science Proficiency – Tested 59 90 74 66

State Comparable HS Science Proficiency – Percent 23 24.5 23.7 21.7

State Comparable HS Science Proficiency – Count 3,525 3,747 3,880 966

State Comparable HS Grade Science Proficiency -Tested 15,293 15,314 16,372 4457

*Note: Comparable state science data includes students in similar demographics enrolled October

1, 2014. Data taken from MN School Report Card.

50. 6

2 39. 4 33.

5.8

51. 7

0 31.

21. 3

33. 4

4.9 0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

UMA FRP Students

MN FRP Students

UMA EL Students

MN EL Students

UMA Black

Students

MN Black Students

UMA SPED

Students

MN SPED Students

UMA FRP/EL/

Black Students

MN FRP/EL/

Black Students


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8.1.6 MCA-III Assessment Proficiency Trend Data

Achieved Reward School Status in 2012, 2013, 2014, and 2015

8.1.7 MCA –III Growth Data

Category 2017 2018

UMA Mathematics Growth Low 25.4% 35.5%

UMA Mathematics Growth Medium 38% 48.4%

UMA Mathematics Growth High 36.6% 16.1%

UMA Reading Growth Low 23.9% 9.8%

UMA Reading Growth Medium 45.1% 33.3%

UMA Reading Growth High 31% 56.9%

*Percent of students in 2017 below grade level making high growth:

Mathematics: 22.5%

Reading: 16.1%

8.2 Graduation Data

Academic Year 2013 2014 2015 2016 2017 2018

Number of Seniors 55 68 78 85 71 78

Graduation

Percentage 98% 94% 100% 95% 92%

100%

0.0 %

% 10.0

20.0 %

30.0 %

40.0 %

50.0 %

% 60.0

2013 2014 2015 2016 2017

Math (11)

Reading (10)

Science (HS)

2018


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8.3 ACCESS English Proficiency Data

ACCESS is the State of MN designated English Language Proficiency Exam. It is given at

all grades 9-12 and measures English Language Proficiency in the areas of Listening,

Speaking, Reading and Writing. It also uses a formula to calculate scores in the areas of

Comprehension and Oral Language. Below is the overall composite score for the ACCESS

test for students in Grades 9-12.

8.3.1 ACCESS Composite-Overall

Level 1

(Entering)

2

(Emerging)

3

(Developing)

4

(Expanding)

5

(Bridging)

6

(Reaching)

Percentage 0.0% 18.2% 54.5% 18.2% 9.1% 0.0%

8.3.2 ACCESS Composite-Comprehension

Level 1

(Entering)

2

(Emerging)

3

(Developing)

4

(Expanding)

5

(Bridging)

6

(Reaching)

Percentage 0.0% 18.2% 36.4% 18.2% 0.0% 27.3%

8.3.3 ACCESS Composite-Literacy

Level 1

(Entering)

2

(Emerging)

3

(Developing)

4

(Expanding)

5

(Bridging)

6

(Reaching)

Percentage 0.0% 27.3% 36.4% 18.2% 18.2% 0.0%

8.3.4 ACCESS Composite-Oral

Level 1

(Entering) 2

(Emerging) 3

(Developing) 4

(Expanding) 5

(Bridging) 6

(Reaching)

Percentage 0.0% 18.2% 63.6% 18.2% 0.0% 0.0%

*Number of students assessed in 2018: 27

8.4 MAP/NWEA Mathematics and Reading Data

Map tests are computerized assessments done in the fall and spring of each year. These

assessments show student growth over time as well as providing nationally-normed grade

equivalent benchmarks and predictors of performance on the State MCA assessments and

assess grade level proficiency. Students set goals for growth at each assessment window and

teachers can pinpoint individual learning targets (standards) for their students.


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8.4.1 MAP/NWEA Test Performance

Spring 2018-Mathematics

Below Grade

Level Median At Grade

Level Median Above Grade

Level Median 95th

Percentile

22.4% 33.2% 39.3% 5.1%

Percent Meeting NWEA Growth Target –Spring 2017-Spring 2018

Met Growth 35.6%

Below Growth 37.1%

Outside Growth Range 27.2%

Spring 2018-Reading

Below Grade

Level Median At Grade

Level Median Above Grade

Level Median 95th

Percentile

18.1% 39.5% 40.0% 2.4%

Percent Meeting NWEA Growth Target –Spring 2017-Spring 2018

Met Growth 41.6%

Below Growth 29.9%

Outside Growth Range 28.4%


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8.4.2 MAP NWEA Growth & Proficiency

2018-Mathematics

Below Growth

Not/Proficient Below Growth

/Proficient Met Growth

/Not Proficient

Met Growth

/Proficient

12.4% 24.8% 5.4% 30.2%

2018-Reading

Below Growth

Not/Proficient Below Growth

/Proficient Met Growth

/Not Proficient

Met Growth

/Proficient

12.2% 17.8% 1.5% 40.1%

8.5 Comparable Schools MCA-III Math & Reading Proficiency and Growth Data

School/Category-STATE MCA Assessments 2015 2016 2017 2018

UMA MCA Math Proficiency 45.2% 23.9% 50.0% 38.4%

UMA Math "On-Track" 62.9% 44.2% 54.9% 41.9%

UMA Math Low Growth N/A N/A 25.4% 35.5%

UMA Math Medium Growth N/A N/A 38.0% 48.4%

UMA Math High Growth N/A N/A 36.6% 16.1%

UMA Math Proficiency Black/EL /FRP 25.0% 0.0% 28.9% 33.3%

UMA MCA Reading Proficiency 49.3% 51.6% 53.6% 66.1%

UMA "On Track" Reading 66.1% 68.9% 52.1% 82.4%

UMA Reading Low Growth N/A N/A 23.9% 9.8%

UMA Reading Medium Growth N/A N/A 45.1% 33.3%

UMA Reading High Growth N/A N/A 31.0% 56.9%

UMA Reading Proficiency Black/EL /FRP 8.3% 33.3% 33.3% 35%

UMA MCA Science Proficiency 52.5% 46.7% 59.5% 54.5%

UMA Science Proficiency Black/EL /FRP CTSTR 35.0% 41.0% 25.1%

ROOSEVELT SR HS (MPLS) MCA Math Proficiency 14.2% 10.9% 8.2% 24.1%

ROOSEVELT SR HS (MPLS) Math "On-Track" 25.3% 17.8% 20.6% 32.1%


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ROOSEVELT SR HS (MPLS) Math Low Growth N/A N/A 61.8% 52.5%

ROOSEVELT SR HS (MPLS) Math Medium Growth N/A N/A 29.4% 33.3%

ROOSEVELT SR HS (MPLS) Math High Growth N/A N/A 8.8% 14.2%

ROOSEVELT SR HS (MPLS) Math Proficiency

Black/EL /FRP CTSTR 0.0% CTSTR 0.0%

ROOSEVELT SR HS (MPLS) MCA Reading

Proficiency 21.5% 15.0% 14.6% 26.7%

ROOSEVELT SR HS (MPLS) "On Track" Reading 24.6% 14.0% 12.9% 13.9%

ROOSEVELT SR HS (MPLS) Reading Low Growth N/A N/A 66.9% 57.9%

ROOSEVELT SR HS (MPLS) Reading Medium Growth N/A N/A 27.7% 29.7%

ROOSEVELT SR HS (MPLS) Reading High Growth N/A N/A 5.4% 12.4%

ROOSEVELT SR HS (MPLS) Reading Proficiency

Black/EL /FRP 0.0% 0.0% 0.0%

0.0%

ROOSEVELT SR HS (MPLS) MCA Science

Proficiency 8.2% 11.2% 10.8% 19.7%

ROOSEVELT SR HS (MPLS) Science Proficiency

Black/EL /FRP CTSTR 0.0% CTSTR

0.0%

COLUMBIA HEIGHTS SR HS MCA Math Proficiency 29.9% 33.3% 22.8% 25.1%

COLUMBIA HEIGHTS SR HS Math "On-Track" 50.7% 45.3% 35.4% 37.8%

COLUMBIA HEIGHTS SR HS Math Low Growth N/A N/A 35.4% 31.1%

COLUMBIA HEIGHTS SR HS Math Medium Growth N/A N/A 47.2% 46.6%

COLUMBIA HEIGHTS SR HS Math High Growth N/A N/A 17.4% 22.3%

COLUMBIA HEIGHTS SR HS Math Proficiency

Black/EL /FRP N/A N/A N/A 0.0%

COLUMBIA HEIGHTS SR HS MCA Reading

Proficiency 43.5% 42.6% 45.5% 43.2%

COLUMBIA HEIGHTS SR HS "On Track" Reading 61.3% 53.5% 52.8% 51.3%

COLUMBIA HEIGHTS SR HS Reading Low Growth N/A N/A 18.0% 21.1%

COLUMBIA HEIGHTS SR HS Reading Medium

Growth N/A N/A 50.0% 53.3%

COLUMBIA HEIGHTS SR HS Reading High Growth N/A N/A 32.0% 25.6%

COLUMBIA HEIGHTS SR HS Reading Proficiency

Black/EL /FRP 37.3% 38.5% 35.2%

11.1%

COLUMBIA HEIGHTS SR HS MCA Science

Proficiency 29.8% 35.8% 33.3% 37.3%

COLUMBIA HEIGHTS SR HS Science Proficiency

Black/EL /FRP N/A N/A N/A

0.0%

8.6 Methods of Evaluation

UMA utilizes growth models in assessing staff performance (evaluation process) and in

modifying instructional and assessment strategies for students. UMA follows a continuous

improvement model where all staff meet regularly to evaluate infastructure, training,


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instruction and current practices and make refinements in order to better serve the students.

Information is reviewed in department teams and specialists to track student progress. The

evaluation does not address how students perform after they leave UMA.

8.6.1 Student Academic Achievement

At the beginning of the school year, teachers analyze student data from the previous spring to

determine where student strengths and weaknesses fall in terms of literacy. Teachers look at

growth data from the previous years as well. This data comes from MAP Data and state

assessments. Students that are new to the district receive are given a screening assessment to

determine literacy knowledge in English language proficiency. In addition, students are

assessed using formative assessments (mathematics and language arts). Staff meet on a

regular basis to discuss data along with MAP scores to determine trends and growth data

over time for individual students and classes.

Local assessments and how UMA uses the results:

MAP Assessment:

A computerized, adaptive test, MAP is given to students two times a year to measure

proficiency based on either the National Placement Scale or the MN Predictor Scale.

MAP tests are formative in their usage and based on nationally-normed statistics. They

provide information on the instructional level of the student rather than mastery. These

assessments are given in the fall, winter and spring, are untimed, and provide growth

targets for students as well as proficiency scales.

This assessment provides immediate feedback to the student and the teacher in the form

of a RIT (Rausch Unit) score. The scoring data is consistent from season to season and

can be used to measure growth and analyze historical data and trends. In addition to the

overall score, information is provided to the teacher in each goal performance area or

strand. This information is linked to an instructional tool called Descartes: A Continuum

of Learning which allows educators to translate a MAP score into skills and concepts for

learning. The reading test also provides a student’s Lexile Score, which measures text

difficulty created by MetaMetrics, Inc. (Adopted from NWEA, Basic Overview, 2006)

UMA uses these results to monitor student progress on grade-level targets and to set

goals for improvement with students. These results are analyzed deeper using the

Descartes Framework to assist teachers in developing a path of learning for individual

students. Scores (proficiency and growth) are shared with parents at conferences twice a

year. Data is also used in developing academic support through remedial and enrichment

classes that take place weekly (Academic Success).


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9.0 Innovative Practices & Future Needs (Required Elements #7 & #8)

9.1 Innovative Practices

Some of the major innovative practices implemented over the past three years and in place

for the 2017-2018 school year are as follows:

• Using data to drive instruction

• Goal setting based on a mind-set of continuous improvement

• Curriculum alignment and standard deconstruction in all academic departments

• Elective course offerings in college and career preparation

• Providing opportunities for students to earn college credits (College in the Schools)

These innovative practices have been implemented in accordance with the Ubah Medical

Academy’s strategic vision for improving student academic achievement. Our primary

focus is on learning. Being in accordance with various professional learning community

models, UMA emphasizes a collaborative teaming model, holding high expectations for

all students, in which continuous improvement and essential learning outcomes are

results based.

In addition to supporting students and families throughout the regular school day and

school year, UMA offers the following academic extension opportunities:

• After school homework/academic support, 2x week

• Extracurricular programming, Wednesdays-Quarters 2-4

• Summer school and credit recovery

9.2 Class Size

Ubah Medical Academy works diligently to meet the needs of all students. Due to the

collaboration model that we utilize there is often more than one staff member in the class.

As a result, the student to teacher ratio is on average about 16:1.

9.3 Future Needs

The district was created to provide students with a rigorous education that will prepare them

for college and the pursuit of medical or other meaningful careers in the community. UMA

will continue to support and inspire the educational success of our students. In addition,

UMA wants to continue to strengthen its relations with its stakeholders. As the world

becomes a more global society, UMA strives to integrate real-world experiences and

examples for students on how to progress in society while maintaining their cultural heritage,

which is also changing as students embrace their American culture as well as their home

culture.

Enrollment and district competition can be a challenge at times due to an increase in charter

schools opening throughout the metropolitan area. An additional challenge includes

expanding academic programming to meet the diverse academic needs of the students.

Furthermore, there is a strong advocacy from the community to offer additional intermural

and enrichment programming. Due to the restrictions in offering afternoon transportation,

UMA is limited to the number of after school programming. UMA will actively monitor its

program needs and work diligently to provide exceptional programming for its students.


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10.0 Contract Performance

10.1 Contract Goals & 2017-2018 Results

The academic goals that the school expects to achieve and how achievement of these goals is

determined during the term of this contract are:

1. UMA students, meeting the State October 1 enrollment requirement, will increase

math proficiency an average of 1% each year as measured by the state MN

Comprehensive Assessment series, using 2014 MCA data as the baseline, by the

end of this contract term, June 30, 2019. *

Academic Year Status Details

2014-2015 Did not meet Increased by 0.5%

2015-2016 Did not meet Decreased by 18.4%

2016-2017 Met Increased by 23.3%

2017-2018 Did not meet Decreased by 11.6%

2018-2019

2. UMA students, meeting the State October 1 enrollment requirement, will increase

reading proficiency an average of 1% each year as measured by the state MN

Comprehensive Assessment series, using 2014 MCA data as the baseline, by the

end of this contract term, June 30, 2019. *



2015-2016 Did not meet Increased by 0.3%



2018-2019

* These goals shall be reviewed annually by the UMA board of directors and the AUTHORIZER to

determine if any factors beyond the control of the school may have occurred and impacted

students' performance on the Department of Education's standardized tests. Factors may include,

but are not limited to, changes during the year in: state standards, assessment companies used by

the Department of Education to design and/or administer standardized tests, test formats or

assessment tools as well as changes implemented by the Department of Education regarding

school accountability such as new calculations of proficiency. Factors to be considered may also

include but are not limited to technology failures or acts of nature which are beyond the control of

the school's administration. Enactment of new laws or regulations (state or federal), changes in

funding or qualification of sub-group status, which in any way may influence standardized testing

will also be considered as potential factors impacting students' performance.

The occurrence of one or more of the above factors or other factors beyond the control of the

school which may affect the testing performance of UMA students differently than other Minnesota

students in like sub-groups and/or districts have the potential of making it difficult to understand


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the impact of these factors on UMA's ability to achieve the stated goals of this section of this

agreement. The occurrence of these external factors will necessitate an analysis of the impact of

these factors and will result in the Board and Authorizer discussing and re-negotiating one or

more of these contract goals. 3. Using the 2014-2015 MAP growth data as a baseline, the percentage of UMA

general education students, who have been continuously enrolled (having tested

both Seasons), who meet or exceed their NWEA identified Growth Targets for

mathematics as measured by the NWEA MAP Assessments utilizing the Spring

to Spring RIT Scores and Growth Targets will grow each year by a minimum of

1% with a long-range target of 70% of students meeting their growth targets by

the end of the contract term on June 30, 2020.


2015-2016 Did not Meet Decrease of 2.9% (52.1%)

2016-2017 Met Increase of 4% (56.0%)

2017-2018 Did not Meet Decrease of 28.2%

2018-2019

4. Using the 2014-2015 MAP growth data as a baseline, the percentage of UMA

general education students, who have been continuously enrolled (having tested

both Seasons), who meet or exceed their NWEA identified Growth Targets for

reading as measured by the NWEA MAP Assessments utilizing the Spring to

Spring RIT Scores and Growth Targets will grow each year by a minimum of 1%

with a long-range target of 70% of students meeting their growth targets by the

end of the contract term on June 30, 2020.


2015-2016 Did not meet Decrease of 1.8%

2016-2017 Did not meet Decrease of 16.6% (38.9% did

not test both seasons)

2017-2018 Met Increase of 7.2%

2018-2019

5. Students who receive special education services, taking the NWEA Measures of

Academic Progress will meet or exceed their expected growth targets as

determined by their IEP team and indicated in their IEP academic goals


2015-2016 Met Math and Reading

2016-2017 Partially Met Math only

2017-2018 Met Math and Reading

2018-2019

Additional goals that the district expects to achieve and the means by which achievement of

each goal is determined are:


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1. UMA will have a minimum of 80% graduate rate within four years from the

beginning of their 9th grade year.


2015-2016 Met 100%

2016-2017 Met 95%

2017-2018 Met 100%

2018-2019

2. For each contract year, UMA will continue to provide college level coursework

for credit through the University of Minnesota’s College in the Schools,

Normandale Community College courses, College Possible and/or similar

programs to provide in depth college readiness.

Academic Year Status

2014-2015 Met

2015-2016 Met

2016-2017 Met

2017-2018 Met

2018-2019

10.2 District Goals & 2017-2018 Results

Goal One: INCREASE PROFICIENCY ON STATE MATH AND READING

ASSESSMENTS

Part 1: Increase # of proficient students in math as measured by the MCA-III

Assessment by 1% on the spring 2018 test.

GOAL MET

Part 2: Increase # of proficient students in reading as measured by the MCA-III


GOAL MET

Goal Three: INCREASE STUDENTS MEETING EXPECTED GROWTH

TARGETS ON LOCAL ASSESSMENT

Part 1: Increase the #of students meeting or exceeding growth targets in math as

measured by the NWEA MAP assessments by 1% (with long range target of 70% of

students meeting their growth targets by the end of the contract term on June 30, 2020).

Part 2: Increase the #of students meeting or exceeding growth targets in reading as




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Goal Four: SPECIAL EDUCATION STUDENTS

Special Education Students taking the NWEA Measures of Academic Progress

will meet or exceed their expected growth targets as determined by their IEP team

and indicated in their IEP academic goals.

Additional Goals:

Goal One:

100% of teaching staff will receive weekly professional development in areas

such as LEP/EL techniques, working with special education students, technology,

utilizing student goal setting and academic data to inform instruction,

programming in collaboration with our Response to Intervention plan and the

delivery of instructional strategies.

GOAL MET

Goal Two:

UMA will involve an average of 75% of families in academic planning and goal

setting through the use of parent meetings and conferences specifically reaching

out to families of students not showing sufficient progress in their academic

learning.

GOAL MET

Goal Three:

UMA will maintain at least a 95% student attendance (AYP) rate in the 2017-

2018 school year.

GOAL MET

Goal Four:

UMA will maintain an enrollment of at least 325 students in the 2017-2018

school year.

GOAL MET

Goal Five:

UMA will have a minimum of 80% graduate rate within four years from the


GOAL MET

Goal Six:

For each academic year, UMA will continue to provide college level coursework



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programs to provide in depth college readiness. GOAL MET

10.3 District Goals 2017-2018

Goal One: INCREASE PROFICIENCY ON STATE MATH AND READING

ASSESSMENTS

Part 1: Increase # of proficient students in math as measured by the MCA-III


Part 2: Increase # of proficient students in reading as measured by the MCA-III


Goal Two: INCREASE STUDENTS MEETING EXPECTED GROWTH

TARGETS ON LOCAL ASSESSMENT

Part 1: Increase the #of students meeting or exceeding growth targets in math as



Part 2: Increase the #of students meeting or exceeding growth targets in reading as



Goal Three: SPECIAL EDUCATION STUDENTS

Special Education Students taking the NWEA Measures of Academic Progress

will meet or exceed their expected growth targets as determined by their IEP team

and indicated in their IEP academic goals.

Additional Goals:

Goal One:

100% of teaching staff will receive weekly professional development in areas

such as LEP/EL techniques, working with special education students, technology,

utilizing student goal setting and academic data to inform instruction,

programming in collaboration with our Response to Intervention plan and the

delivery of instructional strategies.

Goal Two:


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UMA will involve an average of 75% of families in academic planning and goal

setting through the use of parent meetings and conferences specifically reaching

out to families of students not showing sufficient progress in their academic

learning.

Goal Three:

UMA will maintain at least a 95% student attendance (AYP) rate in the 2017-

2018 school year.

Goal Four:

UMA will maintain an enrollment of at least 325 students in the 2017-2018

school year.

Goal Five:

UMA will have a minimum of 80% graduation rate within four years from the


Goal Six:

For each academic year, UMA will continue to provide college level coursework



programs to provide in depth college readiness.


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11.0 Authorizer

11.1 General Information

Ubah Medical Academy is authorized by Pillsbury United Communities. The Authorizer

Representative is Mr. Larry McKenzie. His contact information is listed below.

Contact: Mr. Larry McKenzie

Title: Charter School Liaison

Address: Pillsbury United Communities

125 West Broadway Ave., Suite 130

Email:

Minneapolis, MN 55411

[email protected]

Contract Termination Date: 30 June 2019

Authorizer oversight includes attending all board meetings and attending district and

community events. The authorizer will attend parent meetings, student events, and award

ceremonies. The Authorizer will request regular updates from the administration and the

board of directors on a regular basis regarding academic and non-academic goals set

forth in the contract between the authorizer and the district.

10.2 Reporting Information

In addition to the goals set forth by Ubah Medical Academy and Pillsbury United

Communities, UMA reports to the Authorizer and sends reports as requested to ensure

transparency of operations. This information includes, but is not limited to:

1. Calendar of Board Policies

2. Board Policies-Current

3. Board Member Training Log

4. Annual Review of Conflict of Interest

5. Board Membership with Notation of Representations

6. All Board Minutes

7. Financial reports


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Ubah Medical Academy Charter High School

Independent School District #4121

1600 Main Street

Hopkins, MN 55343

www.ubahmedicalacademy.org

http://www.ubahmedicalacademy.org/

http://www.ubahmedicalacademy.org/

Documents

Ubah Medical Academy Independent School District …...Ubah Medical Academy (ISD# 4121) District Annual Report 6 2.3 Model The district’s model is based on a high school model. Students